Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
18 Cards in this Set
- Front
- Back
|
The active child |
- Participants in their own development - Infants scan paths change increasingly during the early periods, more detailed - Newborns cannot hear soft sounds as well adults, but are fairly good at determining the location of the sound |
|
|
Piaget'stheory |
- The sensorimotor stage (birth to age 2) - The preoperational stage (age 2 to about age 7) - The concrete operational stage (age 7 to 11) - The formal operational stage, which begins in adolescence and spans into adulthood. |
|
|
How many substages in the Sensorimotor |
6 |
|
|
Substage 1 (birth-1 month)
|
- Modify reflexes - Centred on own body |
|
|
Substage 2 (1-4 months) |
- Organize reflexes - Integrate actions |
|
|
Substage 3 (4-8 months) |
- Repetition of actions resulting in pleasurable or interesting results - Object permanence |
|
|
Substage 4 (8-12 months) |
- Begin searching for hidden objects
- Fragile mental representations - A-Not-B Error |
|
|
Substage 5 (12-18 months) |
Active exploration of potential use of objects
|
|
|
Substage 6 (18-24 months)
|
Enduring mental representations. Children understand the change of hiding place and can adjust to suit
|
|
|
Piaget Legacy Positives |
A good overview of children's thinking at different pts. Broad spectrum of development and ages Fascinating observations
|
|
|
Piaget Legacy Negatives
|
- Stage model depicts children's thinking as more consistent then it is
- Infants and young children are more cognitively competent than Piaget recognised - Piaget's theory is vague about the cognitive process that give rise to children's thinking and about the mechanisms that produce cognitive growth hence, information procession accounts of development change. |
|
|
Core knowledge theories
|
- Areas of cognition relevant in human evolution - Children are born with many specialized - not only general - learning abilities |
|
|
CKS includes |
- Domain specific - Task Specific - Encapsulated |
|
|
Domain specific |
- Infant informal theories (present at birth) (object, actions, biology, number, space, psychology)
- Limited as each system represents only a small subset of the things and events that the infants perceive |
|
|
Task specific
|
- Limited as each system functions to solve a limited set of problems. E.g. Impossible task experiments
|
|
|
Encapsulated
|
Each system operates with a fair degree of independence from other cognitive systems.
|
|
|
Spelke - Initial knowledge: Six suggestions
|
- Knowledge emerges in early development
- Initial knowledge is domain specific - Initial knowledge is constrained - Initial knowledge is innate - Initial knowledge constitutes the core of mature knowledge - Initial knowledge is task specific |
|
|
The weight of the brain during development |
- At birth brain is 25% of adult weight, at 2 years brain is 75%. |
